Journal article
Tatiana Becerra, J. D. Herazo, Paula García, Anamaría Sagre, L. Diaz
2020
2020
Semantic Scholar
DOI
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APA
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Becerra, T., Herazo, J. D., García, P., Sagre, A., & Diaz, L. (2020). Using Reading to Learn for EFL students’ reading of explanations.
Chicago/Turabian
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Becerra, Tatiana, J. D. Herazo, Paula García, Anamaría Sagre, and L. Diaz. “Using Reading to Learn for EFL Students’ Reading of Explanations” (2020).
MLA
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Becerra, Tatiana, et al. Using Reading to Learn for EFL Students’ Reading of Explanations. 2020.
BibTeX Click to copy
@article{tatiana2020a,
title = {Using Reading to Learn for EFL students’ reading of explanations},
year = {2020},
author = {Becerra, Tatiana and Herazo, J. D. and García, Paula and Sagre, Anamaría and Diaz, L.}
}
Abstract
Reading to Learn (R2L) is an instructional approach that leads students from aided to independent creation of meaning in reading and writing. The approach uses whole texts as the point of departure for instruction. This case study explored how R2L promoted ninth graders’ comprehension of explanation texts in EFL during six lessons and students’ perceptions about R2L. The study involved a group of ninth graders from a secondary state school in Colombia whose results in national standardized tests had been traditionally low, particularly in EFL reading. Results revealed that students became better readers of explanation texts and perceived R2L as a useful approach to develop their ability to understand written texts in EFL. The study highlights the benefits of R2L for enhancing L2 students’ meaning-making potential.